Xi 'an High School Geography Inquiry Learning Implementation Present Situation Investigation And Study

The new curriculum reform requires changing the traditional way of teaching, Inquiry Learning as a new teaching methods have become an increasing concern for the educational researchers and classroom teachers.Inquiry Learning not only have advantages in the scientific study of thinking and operational skill to students,but also In favor of enhancing students’overall quality and personality.This paper is about the reaserch of high school geography Inquiry Learning’s status of implementation in Xi’an city. On the one hand to understand the specific circumstances of Inquiry Learning’s implementation, sum up the specific model and the steps of Inquiry Learning, improve teaching efficiency; On the other hand to promote the related reaserch of Geographical Inquiry Learning through strengthening the understanding of Inquiry Learning’s meaning, provide a reference for the schools in Xi’an and other parts to carry out Geographical Inquiry Learning.This paper is based on Constructivist teaching theory,"Recent Development Area" theory and Humanist teaching theoriy,using questionnaire and interview survey study. The specific research process:First of all, defining the meaning of Inquiry Learning through theoretical analysis; Secondly, developing a questionnaire and interview outline based on the actual teaching situation of Xi’an; Once again, to carry out practical investigation in the ten representative high schools in Xi’an, and analyze the survey results; Finally, identify problems and propose corresponding countermeasures and suggestion.Through investigation and analysisthe,this paper’s conclusions drawn as follows:1. The problems founded in insurvy are mainly in three aspects:First, the geography teachers’understanding to Inquiry Learning is not in place, lack of the cultivation of students’emotions, attitudes, values.Second, lack of scientific and rational organization in Inquiry Learning.Third, the low learning efficiency becomes an indisputable fact in the implementation of Inquiry Learning.2. Countermeasures and suggestions presented in this paper are as follows:The suggestions for Education Administrative Depart:First, improve teacher training to deepen understanding of Inquiry Learning. Second, carry out to research Inquiry Learning to create regionally appropriate teaching method.The suggestions for school manage:First, formulate strict supervision and incentive policy to ensure that the Inquiry Learning is implemented successfully.Second,scientific set up study groups to effectively promote cooperation in Inquiry Learning.The suggestions for geography teachers:First, create the relaxed and active exploring atmosphere, facilitate students’ psychological sense of securitySecond, actively explore the model of Inquiry Learning to improve the learning efficiency.3. The innovation of this paperFirst, determine the definition of Inquiry Learning on the basis of the previous discourse through reading the literature:Inquiry Learning refers to an open learning activity. in order to achieve a certain teaching objectives, create a scenarios of exploration on teachers’guidance and assistance, put the subject as the central, students build knowledge, develop skills, and cultivate emotion by autonomy and cooperation in the scenarios of exploration.Second, according to the meaning of Inquiry Learning and the actual teaching situation of Xi’an, this paper presents five steps of Geographic Inquiry Learning process model:students’preview before class, teachers’generalization and guidance, students’ exploration and showness, classroom evaluation and testing, after-school practice and reflection.Among, students’preview before class is the premise, teachers’generalization and guidance is the key, students’exploration and showness is the emphasis, classroom evaluation and testing is the guarantee,and after-school practice and reflection is the consolidation, Five steps ultimately achieve the common goal of efficient.